The Concept and Connotation of "Curriculum Teaching"

First, the concept of curriculum and teaching

(1) course

Academic circles have been arguing endlessly about the expression of curriculum concept and the definition of curriculum connotation, forming different theories.

1. Subject theory. Curriculum refers to "all teaching subjects and their status in the teaching plan in order to achieve the training objectives of schools at all levels". Similarly, the curriculum is understood as the sum of the teaching subject and its purpose, content, scope and process. It is stipulated to achieve the educational goals of schools at all levels.

2. Discipline process theory. Curriculum is homework and its process. In a broad sense, it refers to the sum of all disciplines (teaching subjects), or refers to the sum of various activities of students under the guidance of teachers; Narrow sense refers to a discipline.

3. Experience the results. Curriculum is all the experience gained by learners in the school environment, and it is also all the experience gained by learners under the guidance of school teachers.

4. Cultural reproduction theory. Curriculum is a reflection of social culture, and the responsibility of school education is mainly to copy the useful knowledge for the next generation.

5. Theory of social transformation process. The course is not to make students adapt to or obey social culture, but to help students get rid of the shackles of social system. But the curriculum always lags behind the social changes. Therefore, it is required that the curriculum should focus on contemporary social problems and major social drawbacks, as well as the planning of social transformation and social activities. Courses should help promote students' socialization and help them learn how to participate in making social plans.

The definition of curriculum in textbooks includes two levels: planning and implementation: curriculum is a set of purposeful and executable plans to achieve training goals according to certain social needs and certain cultural and social orientation. It should stipulate the objectives, contents and methods of training, have a set of specific implementation strategies and have appropriate evaluation methods.

(2) Teaching

There are various definitions of teaching. Textbooks are summarized from teaching concept references with different widths:

The broadest sense → broad sense → narrow sense → narrow sense → concrete.

Generally, it can be understood from two levels: broad sense and narrow sense.

Broadly speaking, teaching is all purposeful learning activities that teachers guide learners to carry out.

Narrow sense: teaching refers to teachers guiding students' learning activities in schools.

(C) the relationship between curriculum and teaching

1. Independent theory

2. The theory of mutual inclusion

3. Complementarity theory

Second, the pedagogy foundation of curriculum and teaching

The basic principles of pedagogy that have great influence on curriculum and teaching research mainly include the theory of educational essence, the theory of educational function, the theory of educational purpose and the theory of teacher-student relationship.

(A) the nature of education

The essence of modern education is to cultivate talents for modern society, and education is the foundation of rejuvenating the country.

The theory of educational essence correctly reveals the social essence and function of education. Based on this, we can study the reform direction of curriculum and teaching from the height of the relationship between education and society. As the basic components of educational activities, curriculum and teaching activities are a process from simple to complex and from backward to advanced. It can't be completely independent of social ideology and political and economic system, but it has certain inheritance. Its development level and speed depend more on the types and requirements of cultivating talents, and also on the level of social productivity, economic level and scientific and technological level.

(B) the theory of educational function

Educational function theory is a theory about the relationship between education object-students and education. People's development is influenced by many factors, such as genetic quality, environment and education, among which school education plays a leading role. But school education is not omnipotent. It is not only restricted by students' genetic quality, subjective efforts and social objective environment, but also restricted by the laws of students' physical and mental development. When studying curriculum and teaching, we should give full consideration to the laws of students' physical and mental development: (1) According to the sequential and periodic laws of students' physical and mental development, curriculum and teaching should promote students' development step by step; (2) According to the law of students' unbalanced physical and mental development, we should adopt corresponding courses and teaching methods in the critical period and mature period of students' physical and mental development; (3) According to the stability and variability of students' physical and mental development, we should not only pay attention to the stability of students' development, but also pay attention to the variability of students' development in courses and teaching methods, and adopt flexible and effective courses and teaching methods to overcome the disadvantages of sameness; (4) According to the individual differences of students' physical and mental development, the implementation of courses and teaching should be flexible.

(C) Educational teleology

The purpose of education is restricted by social requirements and the law of human physical and mental development. It is the social standard theory of educational purpose to determine the educational purpose simply from the social needs and overemphasize the social value of education. It is the individual-oriented theory of educational purpose to determine the educational purpose only from human nature, instinctive needs or the law of individual physical and mental development, and to pay one-sided attention to the individual development value of education. In addition, there are educational life theory and educational livelihood theory.

The educational purpose of our country is determined on the theoretical basis of Marxist theory of all-round development of human beings, and is based on the concrete reality of our educational practice. The basic point is "to make students develop morally, intellectually and physically in an all-round way" and "to train builders and successors of socialist modernization".

The degree and level of achieving educational goals is an important symbol to measure whether courses and teaching are scientific, advanced and excellent. The research and innovation of curriculum and teaching must understand the value orientation of educational purpose, otherwise it will go astray.

(D) Teacher-student relationship theory

The relationship between teachers and students is an important issue in pedagogy for a long time. Is it teacher-centered or student-centered in curriculum implementation and teaching activities? What are the roles of teachers and students? This is a long-standing debate in the field of education. Herbart and Kailov are typical teachers' centrists. Teachers are the absolute authority in the teaching process, and students should absolutely obey teachers. Dewey is a typical student-centered theorist. All educational measures, including curriculum and teaching, should be child-centered and organize curriculum teaching according to children's interests.

Scholars in China believe that both the teacher-centered theory and the student-centered theory are one-sided. In curriculum implementation and teaching activities, teachers are the dominant and students are the main body.

The new teacher-student relationship should have the following characteristics: love students and respect teachers; Democracy and equality; Psychological compatibility; Communication and understanding; Communication and cooperation.

The theory of teacher-student relationship provides two theoretical bases for curriculum and teaching research:

(1) The research on curriculum and teaching must shift from teacher-centered to student-centered. The curriculum and teaching centered on students' development is a modern advanced curriculum and teaching.

(2) Optimizing the cooperation and collaboration between teachers and students is the prerequisite for the effective implementation of curriculum and teaching and achieving good results.

Third, the psychological basis of curriculum and teaching

(1) Behavioral Psychology

Behavioral psychology was founded by Watson, an American psychologist, with Thorndike, Pavlov, Skinner and others as its representatives. This theory emphasizes that the course design and teaching process should follow certain order and steps, which improves the speed of knowledge acquisition to some extent.

The influence of behavioral psychology on curriculum and teaching is mainly manifested in:

It is advocated that the content of curriculum objectives should be decomposed into small units, and then arranged according to logical procedures, step by step, emphasizing procedural teaching, strengthening and revising in teaching;

Emphasize behavioral goals;

Emphasize the accumulation from simple to complex in the course content;

In teaching methods, it emphasizes the training of basic skills;

Advocate the use of various media for individual teaching;

Advocate the mode of teaching design or system design;

Advocate the development of various teaching technologies;

Pay attention to teaching performance, cost-effectiveness analysis and target management.

cognitive psychology

The representative figure is American psychologist Bruner. This theory emphasizes that people's learning and psychological development are the process of continuous enrichment, construction, perfection and development of cognitive structure.

Cognitive psychology holds that the knowledge structure in the mind can be regarded as a cognitive structure, which involves three aspects: the representation of knowledge, the type of knowledge and the organization of knowledge.

1. Representation of knowledge

Representation refers to the way knowledge or information is stored in the brain.

Three ways of knowledge structure: the reappearance form of knowledge structure; Economic principles of structure; Effective vehicle force of structure.

There are three ways to reproduce the knowledge structure: ① the action representation period, which is expressed by a group of actions suitable for achieving a certain result, that is, performance representation; (2) The image representation period is represented by a group of simple images or diagrams that can represent a certain concept but cannot fully explain the concept, that is, portrait representation; (3) Symbolic representation period is expressed by a set of symbolic propositions or logical propositions, that is, symbolic representation.

2. Types of knowledge

The type of knowledge refers to the type of semantic memory, and semantic knowledge can be divided into three categories:

Descriptive knowledge belongs to factual knowledge, which mainly describes what and how;

Procedural knowledge refers to a series of operating procedures or calculation steps;

Strategic knowledge is knowledge about design methods, including how to learn, how to think and how to use knowledge to solve problems.

According to the different characteristics of knowledge, effective curriculum and teaching design should be carried out and different teaching methods should be adopted.

3. Knowledge organization

Knowledge organization refers to the organization of knowledge in long-term memory, including schema theory, clustering research, hierarchical network model, flow chart and so on. These theories emphasize the systematization and structure of knowledge, and have wide application value for curriculum compilation and teaching students how to master knowledge effectively.

Cognitive psychology and behavioral psychology are opposites.

(3) humanistic psychology

Maslow, the founder of humanistic psychology, is a representative figure of Rogers.

In terms of training objectives, it is advocated that teaching objectives should be based on the development of students' personality;

In the content of the course, it pays attention to the meaning of knowledge to students and emphasizes the appropriateness of the course and teaching;

In the course implementation and teaching, students' emotion and individual experience are emphasized;

In the evaluation of curriculum and teaching, we advocate students' self-evaluation and diversification of evaluation methods;

Advocate the establishment of a new teacher-student relationship;

Non-instructional teaching.

Humanistic psychological theory attaches great importance to the emotional factors in learning and fully respects the individual students, which is conducive to the development of students' learning style and personality, establishes a harmonious relationship between teachers and students, and emphasizes students' initiative.

(D) Constructivism psychology

According to the theory of constructivist psychology, knowledge is not simply passed on to students through teachers' autobiographies, but needs learners to actively build it into their own minds. Students don't "get" ideas, but "generate" ideas.

Specific claim:

For every learner, it is meaningful to use the existing knowledge and ability to actively establish a knowledge structure.

Learners can discover and master the basic knowledge and ability needed to solve problems under the guidance of teachers.

Everyone's interpretation of experience is influenced by knowledge background, gender, age and ethnic group.

When knowledge is transferred from one person to another, some aspects will disappear in the transfer.

Learners observe, test hypotheses and draw conclusions by themselves.

The student-centered learning advocated by constructivism includes four elements: situation, cooperation, dialogue and meaning construction. In the whole teaching process, students are active constructors of knowledge meaning, not passive recipients of external stimuli; Teachers are organizers and instructors of the teaching process, helpers and promoters of meaning construction, rather than imparting and inculcating knowledge; The knowledge provided by textbooks is no longer the content taught by teachers, but the object of learners' active construction of meaning; Media is no longer a means and method to help teachers impart knowledge, but is used to create situations, carry out collaborative learning and dialogue, that is, it becomes a cognitive tool for students to actively learn and explore collaboratively.